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While much of this course has devoted time to looking at key aspects of literacy instruction – phonological awareness, phonics, fluency, vocabulary, and comprehension – teaching skills in isolation will not produce readers and writers who can interact with increasingly complex text. This week’s focus is on how teachers work all of these components into daily lessons and long-term unit planning, often centered on themes and basesd on the New York State Next Generation Standards. Grouping for instruction becomes necessary due to differences in students’ reading abilities. English Language Learners, Students with Disabilities, and Gifted Students all have unique needs that require the teacher to discover different materials and activities for teaching the same concepts. As 21st century learners students are often involved in using the Internet as a source of information. Preparing them for the volume of information and how to evaluate the usefulness of the information are part of today’s literacy instruction. Learning Objectives As a result of completing the assigned readings and engaging in the related discussion and activities, you will be able to do the following for each level of reading instruction: Explain principles of classroom organization and management that enhance reading development Describe strategies and skills that need to be taught Plan a lesson including the components of daily lesson plans for teaching reading Identify criteria for selection of classroom texts and explain the leveling of books Describe and distinguish between formal and informal assessments Prepare a list of ways to motivate students to read Explain the development of cross-curricular thematic units Argue the effects of the Common Core Standards on the daily teaching of reading Create a four-week New York State Next Generation Standards map for ELA (K-6) Getting Started Think of a classroom that you have been in as an observer, a teacher, or a student when an Literacy lesson was being taught. What did you hear? What did you see? What were the key features that the teacher used in conducting the Literacy lesson? .
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Search the Internet for one example of a DoS attack. Summarize (in 2-3 paragraphs) what was targeted and the damage caused to the business.
What tools are available to protect against
DoS attacks?
.
Why are carbohydrates considered our most valuable energy source A.docx
Carbohydrates are considered our most valuable energy source because they provide glucose, which is the primary fuel for the brain and central nervous system. The main classifications of carbohydrates are monosaccharides, disaccharides, and polysaccharides. Each type plays an important role in nutrition by providing energy, fiber, or structural components in plants.
Why Are Comics Still in Search of Cultural Legitimizat.docx
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Why Are Comics Still in Search of
Cultural Legitimization?
Thierry GroensTeen
Although comics have been in existence for over a century and a half, they suffer from
a considerable lack of legitimacy.
To those who know and love it, the art that has given us Rodolphe Töpffer and
Wilhelm Busch, Hergé and Tardi, Winsor McCay and George Herriman, Barks and
Gottfredson, Franquin and Moebius, Segar and Spiegelman, Gotlib and Bretécher,
Crumb and Mattotti, Hugo Pratt and Alberto Breccia, not to mention The Spirit,
Peanuts or Asterix . . . in short, comic art, has nothing left to prove. If its validity as an
art form appears self-evident, it is curious that the legitimizing authorities (universities,
museums, the media) still regularly charge it with being infantile, vulgar, or insignificant.
This as if the whole of the genre were to be lowered to the level of its most mediocre
products—and its most remarkable incarnations ignored. Comic art suffers from an
extraordinarily narrow image, given the richness and diversity of its manifestations.
Furthermore, its globally bad reputation jeopardizes the acknowledgment of its most
talented creators. Comic art’s continuing inability to reap the symbolic benefits of its
most accomplished achievements is particularly striking and merits elucidation. This is
the subject I would like to reflect upon today. Some of the points I will make concern
the specific history and situation of French comics and cannot be applied to other
national situations without some adaptation.
I will start by evoking some of the paradoxes of the history of the 9th art.
Modern (printed) comics appeared in the 1830s—in the form of Rodolphe Töpffer’s
pioneering work1—which makes them more or less contemporary with the invention
of photography. And yet, it was not until the 1960s that the French language found a
permanent name for this mode of expression—that was, by then, over a hundred years
old. During this long period, comics were known, not as bandes dessinées (literally strips
that have been drawn) but, successively or indiscriminately, as histoires en estampes, which
is Töpffer’s own term (stories told in prints), histoires en images (picture stories), récits
illustrés (illustrated tales), films dessinés (films made of drawings) and of course, comics.
Translated by Shirley Smolderen. Reprinted by permission from Anne Magnussen and Hans-Christian Christiansen, eds.,
Comics and Culture: Analytical and Theoretical Approaches to Comics (Museum Tusculanum Press, 2000), 29–41.
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EBSCO : eBook Collection (EBSCOhost) - printed on 10/6/2019 8:47 PM via MICHIGAN STATE UNIV
AN: 458766 ; Heer, Jeet, .
Whose voices are amplifiedWhose voices are suppressedWhat .docx
Whose voices are amplified?
Whose voices are suppressed?
What is being shared (articles, links, conversations...)?
How does an 'open' platform like Twitter help learners and educators? [Twitter is open in that it is free to access on the web. It is most emphatically not open in how it does business.]
How can Twitter harm learners and educators?
How can Twitter be used to increase access to education?
In what ways does Twitter support OER-Enabled Pedagogy?
.
Whos the bossIn a holacracy, there isnt one. It isnt as flak.docx
Who's the boss?
In a holacracy, there isn't one. It isn't as flaky as it sounds--even larger companies like Zappos are kissing hierarchy goodbye
The first thing the advocates of holacracy would like to clear up is that, even though it's a management philosophy about getting rid of managers, this doesn't mean pushing a company into anarchy, or even hippy-dippy Montessori indulgence. Quite the opposite: They suggest holacracy is about companies growing up.
Take Phil Caravaggio, the founder of Precision Nutrition, a 60-person Toronto firm specializing in tailored life coaching. As his firm grew past the point where it could be run informally on the strength of personal relationships, he went looking for a way to structure the company without setting up yet another deadening corporate hierarchy.
His search led him to holacracy, a governance method that emerged from a software firm in Pennsylvania, of all places, over the last decade. Since then, holacracy has racked up a number of big-name adherents, most notably Zappos, the 1,500-employee, Amazon-owned online footwear store, and the chatter has been growing.
"It's a system for giving everyone real clear autonomy without everything devolving into chaos," explains Caravaggio, speaking over sparkling water in a corner of the Soho club in downtown Toronto.
Caravaggio might be said to head up the firm, though this is where things get fuzzy, because in addition to rejecting hierarchy, holacracy also eschews job titles. When pressed, he says he's technically the "lead link of the general company circle"; one senses that he's had a lot of practice explaining this to people.
In a holacracy, the organization is grouped into a series of concentric, autonomous circles--say, a finance circle, a marketing circle that might contain a web-design circle, all within a big circle that represents the company itself.
Every circle has a leader, who does many of the things a traditional boss does, like deciding on priorities and assigning who does what on the team. But no circle's leader is allowed to butt in on the decision-making process of any other circle--even the smaller ones.
The way these circles speak to each other is one of holacracy's hallmarks. In a traditional organization, the team managers typically represent their teams in meetings. But this puts managers in a bind: On one hand, they have to champion their team's interests to the company; on the other, they have to be the ones to impose their superior's decisions on their team--two roles that can be completely at odds. In a holacracy, each circle elects a representative who's not the leader to sit in other circles, report on their team's progress, and express its concerns to the broader company.
In fact, everything about the way a holacracy works is determined by a set of written rules. It's all laid out in a detailed, but surprisingly concise, 30-page constitution: who is allowed to do what, how meetings are run, how decisions get made, and how to mak.
Whooping Cough is a disease that doctors may no longer recognize bec.docx
Whooping Cough is a disease that doctors may no longer recognize because it has become so rare. Alarms went off in California in the autumn of 2011 when nine infants died from the disease. There have been outbreaks of other preventable diseases such as a 2013 mumps outbreak in Monmouth County New Jersey, and a 2015 measles outbreak at Disneyland in California. In 200 to 400 words, please discuss a recent outbreak. Include at last two scholarly references (using APA formatting and style) to guide your discussion.
.
WHO’S WITH ME FALSE CONSENSUS, BROKERAGE, ANDETHICAL DECISI.docx
WHO’S WITH ME? FALSE CONSENSUS, BROKERAGE, AND
ETHICAL DECISION MAKING IN ORGANIZATIONS
FRANCIS J. FLYNN
Stanford University
SCOTT S. WILTERMUTH
University of Southern California
We propose that organization members overestimate the degree to which others share
their views on ethical matters. Further, we argue that being a broker in an advice
network exacerbates this false consensus bias. That is, a high level of “betweenness
centrality” increases an individual’s estimates of agreement with others on ethical
issues beyond what is warranted by any actual increase in agreement. We tested these
ideas in three separate samples: graduate business students, executive students, and
employees. Individuals with higher betweenness centrality overestimated the level of
agreement between their ethical judgments and their colleagues’.
For members of organizations, ethical standards
can help guide individual decision making by clar-
ifying what the majority of others believe is appro-
priate. But given that ethical standards often are
tacitly held, rather than explicitly agreed upon
(Haidt, 2001; Turiel, 2002), individuals may strug-
gle to recognize the normative view—what most
others believe is the “right” course of action. Peo-
ple’s tendencies to project their own opinions can
alter their judgments about what others think is
ethical, perhaps giving them a sense of being in the
majority even when they are not. The ramifications
of this false consensus effect may be problematic: if
members of organizations erroneously assume that
their actions are in line with prevailing ethical
principles, they may subsequently learn of their
misjudgment when it is too late to avert the
consequences.
In the present research, we examine whether bro-
kers in a social network show evidence of false
consensus in ethical decision making. Because bro-
kers span structural holes (missing relationships
that inhibit information flow between people [see
Burt, 1992]), one might assume that these individ-
uals possess greater insight into others’ attitudes
and behaviors. But can acting as a broker (i.e., hav-
ing “betweenness”) inform a focal individual about
his or her peers’ ethical views? In interactions with
colleagues, people generally refrain from initiating
moral dialogue; rather, they prefer to discuss less
sensitive attitudes and opinions (Sabini & Silver,
1982). We argue that this tendency to avoid moral
discourse and instead discuss superficial connec-
tions worsens the false consensus bias in ethical
decision making, providing an illusion of consen-
sus where none exists.
The notion that having an advantageous position
in a social network might exacerbate, rather than
mitigate, false consensus bias in ethical decision
making represents a novel insight for those inter-
ested in the link between social networks and in-
dividual judgment. Prior work on identifying the
determinants of false consensus has focused pri-
marily on motivational drivers, such as ego protec.
Who Says ElephantsCan’t DanceLeading a GreatE.docx
Who Says Elephants
Can’t Dance?
Leading a Great
Enterprise Through
Dramatic Change
Louis V.
Gerstner, Jr.
This book is dedicated to the thousands of IBMers who never gave
up on their company, their colleagues, and themselves. They are the
real heroes of the reinvention of IBM.
Contents
viiForeword
1Introduction
7PART I-GRABBING HOLD
9 1 The Courtship
18 2 The Announcement
29 3 Drinking from a Fire Hose
41 4 Out to the Field
49 5 Operation Bear Hug
56 6 Stop the Bleeding (and Hold the Vision)
73 7 Creating the Leadership Team
83 8 Creating a Global Enterprise
88 9 Reviving the Brand
9310 Resetting the Corporate Compensation Philosophy
10311 Back on the Beach
111PART II-STRATEGY
11312 A Brief History of IBM
12113 Making the Big Bets
12814 Services—the Key to Integration
13615 Building the World’s Already Biggest Software Business
14616 Opening the Company Store
15317 Unstacking the Stack and Focusing the Portfolio
16518 The Emergence of e-business
17619 Reflections on Strategy
179PART III-CULTURE
18120 On Corporate Culture
18921 An Inside-Out World
20022 Leading by Principles
217PART IV-LESSONS LEARNED
21923 Focus—You Have to Know (and Love) Your Business
22924 Execution—Strategy Goes Only So Far
23525 Leadership Is Personal
24226 Elephants Can Dance
25327 IBM—a Farewell
259APPENDICES
261Appendix A—The Future of e-business
277Appendix B—Financial Overview
287Index
ABOUT THE AUTHOR
CREDITS
COVER
COPYRIGHT
ABOUT THE PUBLISHER
Foreword
I have never said to myself, “Gee, I think I want to write abook.” I am not a book writer. Until now I haven’t had the
time or the inclination to lean back and reflect on my thirty-five
years in business. I haven’t had the patience it takes to sit down for
a long time and create a book. Throughout my business life I have
been wary of telling others how to manage their enterprises based
on my personal experiences.
And, frankly, I wasn’t sure if anyone would be interested in
reading my thoughts. I read a lot of books, but not many about
business. After a twelve-hour day at the office, who would want to
go home and read about someone else’s career at the office?
I have always believed you cannot run a successful enterprise
from behind a desk. That’s why, during my nine years as Chief Ex-
ecutive Officer of International Business Machines Corporation, I
have flown more than I million miles and met with untold thousands
of IBM customers, business partners, and employees. Over the past
two years, after people began speculating that my retirement might
be just around the corner, I thought I’d get a lot of big-picture
questions that outgoing CEOs get about the economy, the world, and
the future. Instead, I have been surprised by how many times—at
big meetings and small ones, and even at private sessions with CEOs
and heads of state—I was asked: “How did you save IBM?” “What
was it like when you got there?” “What were the problems?” “What
specific things.
Who were Buffon and Fourier and what contributions did they make to .docx
Who were Buffon and Fourier and what contributions did they make to advance science in the 18th century? What role did Georges Cuvier play in their scientific lives? How did later scientists view the three men's contributions?
-Minimum of 1-2 typed, single-spaced pages
-Any quotations or other supporting evidence needs to be properly cited
- submit into turnitin
.
Who was Immanuel Kant What is deontology and what is the main thoug.docx
Who was Immanuel Kant? What is deontology and what is the main thought premise surrounding this ethical theory? How does that differ from Egoism and which is better in your opinion?
Discussion: around 100-200 words.
Need soon.
Make it nice and simple with proper citation/references.
Thanks
Budget $2
.
Whom to PromoteOne of the problems, Lael Matthews has had t.docx
Whom to Promote?
One of the problems, Lael Matthews has had to deal with to climb the corporate ladder is the glass ceiling issue for minorities and women. In her current position, she must decide which of three managers to promote. Her superior has informed her that making the wrong decision would not be good, either internally or externally. These are the candidates:
Liz (African American, divorced, one child) graduated in the middle of her college class (Northwest State). She has been with the company for five years and in the industry for eight years, with average performance ratings but a high energy level. She has had some difficulties managing her staff. Her child has had medical problems and so higher pay would be helpful. If promoted, Liz would be the first African American female manager at this level. Lael has only known Liz for a short time, but they seem to have hit it off. In fact, Lael once babysat Liz’s daughter, Janeen, in an emergency. One downside to promoting Lael is the impression that Lael would be playing favorites.
Roy (white, 57, married, three children) graduated from a private university in the top half of his class. Roy has been with the company for twenty years and in the industry for thirty. He has always been a steady performer with mostly average ratings. Roy has been passed over for promotion previously because he refused to relocate but that is no longer a problem (his children are grown). Roy’s energy level is average to low, however he has produced many of the company’s top sales performers in the past. This promotion would be his last before retirement and many in the company feel that he has earned it. In fact, one senior manager stopped Lael in the hall and said, “You know, Lael, Roy has been with us for a long time. He has done many good things for the company, sacrificing not only himself but also his family. I really hope you can see your way to promoting him. It would be a favor to me that I wouldn’t forget.”
Quang Yeh (female, Asian, 28, single) graduated from State University in the top 3% of her class and has been with the company for four years. She is known for putting in 60-hour work weeks and for her meticulous management style which has generated some criticism from her sales staff. The last area she managed showed record sales increases despite the loss of several older accounts that for some reason did not like dealing with Quang. One fact about Quang is that at her previous place of work, she sued that company for discrimination and won. A comment that Lael had heard from that company was that Quang was intense and that nothing would stop her from reaching her goals. As Lael was going through her notes, another upper management individual came to her office and said, “You know, Lael, Quang is engaged to my son. I’ve looked over her personnel files and she looks very good. She looks like a rising star, which would indicate that she should be promoted as quickly as possible. I realize th.
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While much of this course has devoted time to looking at key aspects.docx
- 1. While much of this course has devoted time to looking at key aspects of literacy instruction – phonological awareness, phonics, fluency, vocabulary, and comprehension – teaching skills in isolation will not produce readers and writers who can interact with increasingly complex text. This week’s focus is on how teachers work all of these components into daily lessons and long-term unit planning, often centered on themes and basesd on the New York State Next Generation Standards. Grouping for instruction becomes necessary due to differences in students’ reading abilities. English Language Learners, Students with Disabilities, and Gifted Students all have unique needs that require the teacher to discover different materials and activities for teaching the same concepts. As 21st century learners students are often involved in using the Internet as a source of information. Preparing them for the volume of information and how to evaluate the usefulness of the information are part of today’s literacy instruction. Learning Objectives As a result of completing the assigned readings and engaging in the related discussion and activities, you will be able to do the following for each level of reading instruction: Explain principles of classroom organization and management that enhance reading development Describe strategies and skills that need to be taught Plan a lesson including the components of daily lesson plans for teaching reading
- 2. Identify criteria for selection of classroom texts and explain the leveling of books Describe and distinguish between formal and informal assessments Prepare a list of ways to motivate students to read Explain the development of cross-curricular thematic units Argue the effects of the Common Core Standards on the daily teaching of reading Create a four-week New York State Next Generation Standards map for ELA (K-6) Getting Started Think of a classroom that you have been in as an observer, a teacher, or a student when an Literacy lesson was being taught. What did you hear? What did you see? What were the key features that the teacher used in conducting the Literacy lesson?